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Redefining Educational Leadership in Central Asia brings together the voices, views, experiences, and reflections of educational leaders from both secondary schools and higher education institutions in Kazakhstan and Kyrgyzstan.
Redefining Educational Leadership in Central Asia brings together the voices, views, experiences, and reflections of educational leaders from both secondary schools and higher education institutions in Kazakhstan and Kyrgyzstan.
Redefining Educational Leadership in Central Asia brings together the voices, views, experiences, and reflections of educational leaders from both secondary schools and higher education institutions in Kazakhstan and Kyrgyzstan.
A look at the challenges facing education in Central Asia. In this study, the author contests that understanding the challenges throughout the 15 former republics of the former Soviet Union is helpful in understanding the progress and setback in the Central Asian Republics.
Focusing on the areas of politics, identity and education, this book looks at some of the most pressing and challenging issues that Kyrgyzstan faces in the post-Soviet era. It argues that Kyrgyzstan is challenged with oscillations between the old and the new on the one hand, and domestic and international on the other. The book analyses the process of post-Soviet transition in today’s Kyrgyzstan by focusing on the political elites, some of the major identity problems and educational issues. It discusses how Kyrgyzstan’s first president in the post-Soviet era had already been an exceptional leader even prior to the collapse of the Soviet Union in terms of his democratic and liberal tendencies. The book goes on to look at how identity is a major factor in the country, shaped to a large extent by genealogical factors and patron-client mechanisms on the one hand, and religious considerations on the other. Finally, it highlights how education has been perceived as a very influential agent of socialization that develops not only literacy and other skills, but also common attitudes and values that are considered essential to any society. By evaluating these three areas, the book argues that Kyrgyzstan cannot isolate itself from the demands, priorities and pressures of international actors, which sometimes are in conflict with the country’s domestic conditions. It is of interest to students and scholars of Asian Studies, Politics and International Relations.
The essays in Globalization on the Margins explore the continuities and changes in Central Asian education development since the collapse of the Soviet Union in 1991. Reflecting on two decades of post-socialist transformations, they reveal that education systems in Central Asia responded to the rapidly changing political, economic, and social environment in profoundly new and unique ways. Some countries moved towards Western models, others went backwards, and still others followed entirely new trajectories. Yet, elements of the “old” system remain. Rather than viewing these post-Soviet transformations in isolation, Globalization on the Margins places its analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Instead of portraying the transition process as the influx of Western ideas into the region, the authors provide new lenses to critically examine the multidirectional flow of ideas, concepts, and reform models within Central Asia. Notwithstanding the variety of theoretical perspectives, methodological approaches, and conceptual lenses, the authors have one thing in common: both individually and collectively, they reveal the complexity and uncertainty of the post-Soviet transformations. By highlighting the political nature of the transformation processes and the uniqueness of historical, political, social, and cultural contexts of each particular country, Globalization on the Margins portrays post-Soviet education transformations as complex, multidimensional, and uncertain processes.
This collection presents new investigations into the role of heritage languages and the correlation between culture and language from a pedagogic and cosmopolitical point of view.
The rapid growth of diversity within U.S. schooling and the heightened attention to the lack of equity in student achievement, school completion, and postsecondary attendance has made equity and diversity two of the principle issues in education, educational leadership, and educational leadership research. The Handbook of Research on Educational Leadership for Equity and Diversity is the first research-based handbook that comprehensively addresses the broad diversity in U.S. schools by race, ethnicity, culture, language, gender, disability, sexual identity, and class. The Handbook both highly values the critically important strengths and assets that diversity brings to the United States and its schools, yet at the same time candidly critiques the destructive deficit thinking, biases, and prejudices that undermine school success for many groups of students. Well-known chapter authors explore diversity and related inequities in schools and the achievement problems these issues present to school leaders. Each chapter reviews theoretical and empirical evidence of these inequities and provides research-based recommendations for practice and for future research. Celebrating the broad diversity in U.S. schools, the Handbook of Research on Educational Leadership for Equity and Diversity critiques the inequities connected to that diversity, and provides evidence-based practices to promote student success for all children.
Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.
This book provides the first evidence-based reference about inclusive education in Kazakhstan, one of the post-Soviet Union countries. This nation, as well as many other central Asian countries, is undergoing a radical transformation and change in education which encompasses the implementation of inclusive and special education. This book is composed of chapters synthesized from various studies and captures different aspects of the implementation of inclusive education in Kazakhstan. The implementations of inclusive education in any educational system require a multi-dimensional, multi-level and an integrated approach. It requires collaborative efforts on part of all stakeholders including governance, pedagogical, auxiliary and support structures. This book is a collection of evidence-based studies in a Kazakhstani educational context that demonstrates the multifaceted nature of the process to realize an educational system that is inclusive. The book highlights some of the fundamental requirements and challenges for this process to succeed. Among the main issues addressed in this book are the understanding of inclusive education, the transition towards inclusive education given the soviet legacy, the role of school leadership, teachers, parents and other stakeholders in the process. The findings in each chapter demonstrate some of the milestones and challenges of inclusivity. This work will be of interest to academics, scholars, students and teachers in this field.